Leyendo Juntos (Reading Together): New Directions for Latino Parents' Early Literacy Involvement

Autor/inn/en	Ortiz, Robert W.; Ordonez-Jasis, Rosario
Titel	Leyendo Juntos (Reading Together): New Directions for Latino Parents' Early Literacy Involvement
Quelle	In: Reading Teacher, 59 (2005) 2, S.110-121 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
Schlagwörter	Hispanic Americans; Emergent Literacy; Early Reading; Literacy Education; Parent Participation; Family Literacy; Family Role; Family School Relationship + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Frühleseunterricht; Frühlesen; Elternmitwirkung
Abstract	Early reading experiences in the home prepare children for formal literacy instruction when they enter school. Most practitioners and researchers support the need for educational initiatives for increasing parents' involvement in early literacy. However, there is less of a consensus about how to develop family literacy models for Latino families. Existing literature suggests that deficit-based theories have historically shaped many programs geared toward Latino families. As an alternative, the authors propose a sociocultural framework for family literacy programs. The model includes participants' cultural, linguistic, and social experiences, and respects family dynamics, ways of knowing, and perceptions of how literacy functions in life in real and meaningful ways. Recommendations are offered for developing programs to help parents and educators recognize and broaden the role of families in their children's learning and establish home-school relationships based on mutual respect and trust. (Author).
Anmerkungen	International Reading Association, Order Department, P.O. Box 6021, Newark, DE 19714-6021. Tel: 800-336-7323 (Toll Free); Tel: 302-731-1600; Fax: 302-737-0878; e-mail: customerservice@reading.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10